Insights Into Teachers' Thinking and Practice

ISBN-13: 9781850006619 / Angielski / Miękka / 1990 / 329 str.

Day Christopher Day; C. Day; Christopher Day

Opis

The chapters in this book essentially represent the efforts of the authors to present students' and teachers' lives and experiences in authentic ways. As expected, theoretical and empirical research is represented, and approaches range from the so-called scientific traditions of cognitive psychology to inductive approaches associated with phenomenographic naturalistic inquiry. The vast majority are small scale qualitative studies which rely upon combinations of interview, questionnaire, naturalistic observation, descriptive, biographical and autobiographical data presented as analytic description (case studies and vignettes).

Spis treści

Part 1 Reflection on teachers' thinking and action: knowledge and discourse- the evolution of research on teacher thinking, Freema Elbaz; how practical is contemplation in teaching?, Margaret Buchman; reflection and professional teaching-a conceptual framework, Lya Fremer Hayon; considering the moral dimension of teacher thinking, John Olsen; lies teachers tell-finding intention within the politics of language, Alan Brown, Michael Kompf; teacher thinking studies-bridges between description. prescription and application, Joost Lowyck. Part 2 Case studies of teacher practice: story makers, story tellers-case studies of high school teaching, Sigrum Gudmundsdottir; teachers classroom activities and certainty/uncertainty, Gunter Huber, Jurgen Roth; Perspectives, evangelism, and reflection in teacher education, Don Massey, Charles Chamberlain; adults learning-teacher thinking, Pam Denicolo, Maureen Pope; teacher styles, Lars Naeslund; teachers' thinking about professional development-relationships between plans and actions, Miriam Ben-Peretz, Moshe Giladi et al; teacher and pupil cognitions in critical incidents, Udo Hanke. Part 3 Innovations in thinking and practice: relations between thinking and acting in teachers' innovative work, Ingrid Carlgren; the development of teachers' personal practical knowledge through school-based curriculum development projects, Christopher Day; the influence of teachers' thinking on curriculum development decisions, Lynne Hannay, Wayne Seller; teachers never stop thinking about teaching-sharing classroom construct with expert volunteers, Michael Kompf, Donald Dworet; polytechnic careers-development in instructor thinking, Hugo Letiche; social aspects of teacher creativity, Peter Woods.

O autorze

Christopher Day, Maureen Pope, Pam Denicolo